Curriculum / ELA / 1st Grade / Unit 4: Love Makes a Family / Lesson 29

Love Makes a Family

Lesson 29

ELA

Unit 4

1st Grade

Lesson 29 of 30

The following assessments accompany Unit 4. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.

Lesson 28

Lesson 30

Lesson Map

Explain what we can learn from Stella about what it means to be a family.

Stella Brings the Family

Standards

RL.1.2RL.1.3

Explain what Marisol learns about herself and what lesson we can learn from her.

Marisol McDonald Doesn't Match

Standards

RL.1.2RL.1.3RL.1.4RL.1.7

Use common and proper nouns. Replace common and proper nouns with pronouns.

Pronoun Worksheet (G1, U4, L3)

Standards

L.1.1.bL.1.1.dL.1.1.gL.1.1.jRI.1.3

Describe how the family shows that they love and care for one another.

In Our Mothers' House pp. 1–24

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.4

Explain why the house is important to the family.

In Our Mothers' House p. 24 — end

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3

Explain why fry bread is important to Native American families.

Fry Bread: A Native American Family Story

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.7

2 days

Write an informational text about your family.

Day 1 - Brainstorming & Drafting

Brainstorm and draft the main idea and supporting facts about your family.

Main Idea and Details Graphic Organizer (GK–5)
Mentor Text (G1, U4, L7)

Standards

L.1.1.bL.1.1.jL.1.2.bW.1.2W.1.5

Day 2 - Revision & Editing

Revise writing by changing general and unclear details to precise information.

Standards

L.1.1.bL.1.1.dL.1.1.jL.1.2.bSL.1.5W.1.5

Describe what lesson the character learns.

Pecan Pie Baby

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.4RL.1.7

Explain what the family does to welcome the new baby and why it is important.

First Laugh - Welcome Baby!

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3

Discuss the advice you would give to a friend who is about to have a new baby sibling.

First Laugh - Welcome Baby!
Pecan Pie Baby

Standards

L.1.2.bRL.1.2SL.1.1SL.1.3W.1.1W.1.5

Explain how Sulwe changes and what causes the change.

Sulwe

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3

Explain what message the author wants the reader to take away from the book.

The Proudest Blue: A Story of Hijab and Family

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.4

Explain why Rubina stands up for her sister and what lesson she learns.

Big Red Lollipop

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3

Analyze how the family shows that they appreciate Charlie.

My Brother Charlie

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3

3 days

Defend the characteristics of a family by naming an opinion and including reasons to support the opinion.

Day 1 - Brainstorming

Brainstorm an opinion and 2–3 reasons to support it.

Main Idea and Details Graphic Organizer (GK–5)
Nonexemplar Main Idea and Detail Graphic Organizer (G1, U4, L15)

Standards

L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5

Day 2 - Drafting

Draft an opinion piece about what makes a family.

Main Idea and Details Graphic Organizer (GK–5) — From Day 1
Mentor Text (G1, U4, L15)

Standards

L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5

Day 3 - Revision & Editing

Revise writing by changing general and unclear details to precise information.

Standards

L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5

Use verbs to tell about actions in the past, present, and future.

Verb Tense Worksheet (G1, U4, L16)

Standards

L.1.1.bL.1.1.dL.1.1.eRI.1.3

Analyze how the narrator's parents show they love and care for her even though they are no longer married.

A Tale of Two Seders

Standards

L.1.1.eRL.1.2RL.1.3

Analyze how the different family members in the story show that they love and care about each other.

Visiting Day

Standards

RL.1.2RL.1.3

Discuss how learning about different families makes the world and the classroom community richer.

Standards

L.1.6SL.1.1SL.1.2SL.1.3SL.1.6W.1.8

Explain how the narrator's abuelitos and grandparents are similar.

I Love Saturdays y domingos

Standards

L.1.1.eRL.1.2RL.1.3

Explain what CJ learns from his nana and how he learns it.

Last Stop on Market Street

Standards

L.1.1.eRL.1.2RL.1.3SL.1.1SL.1.2

Explain why Freedom Soup is important to Belle and Ti Gran.

Freedom Soup

Standards

RL.1.2RL.1.3

Determine what lesson readers can learn from Zura and her nana.

Nana Akua Goes to School

Standards

L.1.1.eRL.1.2RL.1.3

Explain why Jenna's family comes together to help her solve her problem.

Jingle Dancer

Standards

RL.1.2RL.1.3

Explain how the train helps bring Helen and Gong Gong together and what lesson readers can learn from them.

Grandfather Counts

Standards

RL.1.2RL.1.3

Explain how Mia's feelings change from the beginning to the end of the story.

Mango, Abuela, and Me

Standards

L.1.1.eRL.1.2RL.1.3RL.1.9

Explain what differences make it hard for Juno and his grandmother to communicate and how they are able to overcome those differences.

Dear Juno

Standards

L.1.1.eRL.1.2RL.1.3RL.1.9

Analyze how Mayumi responds to the changes in her family and explain what readers can learn from her.

Ojiichan’s Gift

Standards

L.1.1.eRL.1.2RL.1.3RL.1.4

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

4 days

Write a personal narrative with details describing the beginning, middle, and end.

Day 1 - Brainstorming

Brainstorm a narrative story with a beginning, middle, and end.

Narrative Writing Brainstorm Graphic Organizer (GK–2)
Mentor Text (G1, U4, L30)

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

Day 2 - Brainstorming (Continued)

Brainstorm a narrative story with character actions to show how the character feels.

Narrative Writing Brainstorm Graphic Organizer (GK–2)
Mentor Text (G1, U4, L30)

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

Day 3 - Drafting

Draft a narrative with a beginning, middle, and end using details to show the characters' actions.

Narrative Writing Brainstorm Graphic Organizer (GK–2) — From Days 1 and 2
Mentor Text (G1, U4, L30)

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

Day 4 - Revision & Editing

Revise writing by removing and replacing repetitive words.

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

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